This day-long session of talks took place on Friday, January 8, 2016, at the Joint Mathematics Meeting in Seattle, WA, co-organized by Justin Brody and Luke Wolcott. Here is the list of speakers and talks, with links to abstracts and slides when available.
Contemplating Infinity. (slides)
Justin Brody, Goucher College
Do in-class mindfulness activities increase student performance? (slides)
Josh Thompson, Northern Michigan University
Mindfulness Across the Curriculum: From Freshmen to Seniors.
Robbie Pinter, Belmont University
Mike Pinter, Belmont University
Contemplative Practice led by Robbie Pinter
Consciousness-Based Education: Using Transcendental Meditation to Enhance Student Learning in Mathematics Classes. (slides)
M. Anne Dow, Maharishi University of Management
Geometry for the Artist: An Interdisciplinary Course Based on Consciousness.
Catherine A. Gorini, Maharishi University of Management
Contemplative Practice led by Luke Wolcott
The Mindfulness Infused Mathematics Class. (slides)
John Mitchell, Clark College, Vancouver, WA.
Contemplative Practice led by John Mitchell
Preservice Teachers' Attitudes toward Faith and Mindfulness as an Intervention for Math Anxiety. (slides)
Shannon Schumann, Grand Canyon University
Impromptu Contemplative Practice led by John Mitchell
Reflective activities in Calculus: Using short writing exercises to improve metacognition and self-assessment. (slides)
Joshua Holden, Rose-Hulman Institute of Technology
Journaling in a freshman general education math course for non-STEM majors. (slides)
John W Watson, Arkansas Tech University
Inclusion of Write to Learn Activities in an Elementary Statistics Course: Are they beneficial for non-traditional students?
Katherine G Johnson, Metropolitan State University
Creating dialogue to address attitudes towards math in pre-service elementary teachers. (slides)
Leah Childers, Benedictine College
Problem-Solving, Self-Reflection, and Communication.
M. Reba, Clemson University
M. Burr, Clemson University
A curriculum of nonroutine problems: A contemplative approach to teaching the process of problem solving.
Robert Howard London, California State University, San Bernardino